Objective: To study the clinical application of case teaching method combined with clinical pathway in pediatrics teaching. Methods: From September 2016 to September 2017

103 pediatric students in our hospital were studied. According to the numerical method

the students were divided into observation group (52 cases) and control group (51 cases). The control group was given routine teaching method. The observation group was givencase teaching method combined with clinical pathway. In addition

100 cases of children in need of rescue were selected for each of the two groups of students in practice. The teacher divided the students into two or three into a group to participate in the rescue. If the student could successfully complete the rescue on his own initiative

he will be included in the leading rescue success

the teacher supervises or assists. Otherwise

the change of teachers would lead the rescue process

and the students would assist in the rescue process. The results of examination

classroom and homework

the rescue of children and the satisfaction of teaching were compared. Results: The scores of theory

case analysis and skill operation in the observation group were significantly higher than the control group (P < 0.05). The scores of classroom attendance

classroom activity and homework quality in the observation group were significantly higher than the control group (P < 0.05). The success rate of the observation group was 84.00%

which was significantly higher than the control group of 72.00%(P < 0.05). The teaching satisfaction of the observation group was 98.08%

which was significantly higher than the control group of 82.35%(P < 0.05). Conclusion: The application of case teaching method and clinical pathway teaching model in pediatrics teaching is effective. It can obviously improve teaching quality and students interest in teaching process

and increase students professional quality

which is worth popularizing.